CSU Task Force 12: Expository Reading and Writing



The California State University

Task Force on Expository Reading and Writing

EXPOSITORY READING AND WRITING COURSE

ASSIGNMENT TEMPLATE

|READING RHETORICALLY |

|PREREADING |

|READING |

|POSTREADING |

|Prereading |

|Getting Ready to Read |

|Introducing Key Concepts |

|Surveying the Text |

|Making Predictions and Asking Questions |

|Introducing Key Vocabulary |

|English-Language Arts (ELA) |Getting Ready to Read |

|Standard: Writing Applications | |

|2.3 Write brief reflective | |

|compositions: | |

|a. Explore the significance of | |

|personal experiences, events, | |

|conditions, or concerns by using | |

|rhetorical strategies (e.g., | |

|narration, description, | |

|exposition, persuasion). | |

|ELA Standards: |Introducing Key Concepts |

|Word Analysis, Fluency, and | |

|Systematic Vocabulary Development| |

|1.0 Students apply their | |

|knowledge of word origins to | |

|determine the meaning of new | |

|words encountered in reading | |

|materials and use those words | |

|accurately. | |

|1.3 Discern the meaning of | |

|analogies encountered, analyzing | |

|specific comparisons as well as | |

|relationships and inferences. | |

|ELA Standard: Reading |Surveying the Text |

|Comprehension | |

|2.1 Analyze both the features and| |

|the rhetorical devices of | |

|different types of public | |

|documents (e.g., policy | |

|statements, speeches, debates, | |

|platforms) and the way in which | |

|authors use those features and | |

|devices. | |

|ELA Standards: Reading |Making Predictions and Asking Questions |

|Comprehension | |

|2.1 Analyze both the features and| |

|the rhetorical devices of | |

|different types of public | |

|documents (e.g., policy | |

|statements, speeches, debates, | |

|platforms) and the way in which | |

|authors use those features and | |

|devices. | |

|2.3 Verify and clarify facts | |

|presented in other types of | |

|expository texts by using a | |

|variety of consumer, workplace, | |

|and public documents. | |

| | |

| | |

| | |

|ELA Standards: |Introducing Key Vocabulary |

|Word Analysis and Systematic | |

|Vocabulary | |

|Development | |

|1.0 Students apply their | |

|knowledge of word origins to | |

|determine the meaning of new | |

|words encountered in reading | |

|materials and use those words | |

|accurately. | |

|1.1 Trace the etymology of | |

|significant terms used in | |

|political science and history. | |

|1.2 Apply knowledge of Greek, | |

|Latin, and Anglo-Saxon roots and | |

|affixes to draw inferences | |

|concerning the meaning of | |

|scientific and mathematical | |

|terminology. | |

| | |

|College Expectations: These | |

|activities are also designed to | |

|develop the kinds of vocabulary | |

|skills assessed by college | |

|placement exams such as the CSU | |

|English Placement Test and the UC| |

|Analytical Writing Placement | |

|Exam. Students should be able to | |

|Recognize word meanings in | |

|context. | |

|Respond to tone and connotation. | |

|Reading |

|First Reading |

|Looking Closely at Language |

|Rereading the Text |

|Analyzing Stylistic Choices |

|Considering the Structure of the Text |

|ELA Standards: Reading |First Reading |

|Comprehension | |

|2.1 Analyze both the features and| |

|the rhetorical devices of | |

|different types of public | |

|documents (e.g., policy | |

|statements, speeches, debates, | |

|platforms) and the way in which | |

|authors use those features and | |

|devices. | |

|2.2 Analyze the way in which | |

|clarity of meaning is affected by| |

|the patterns of organization, | |

|hierarchical structures, | |

|repetition of main ideas, syntax,| |

|and word choice in the text. | |

|ELA Standard: |Looking Closely at Language |

|Word Analysis, Fluency, and | |

|Systematic Vocabulary Development| |

|1.0 Students apply their | |

|knowledge of word origins to | |

|determine the meaning of new | |

|words encountered in reading | |

|materials and use those words | |

|accurately. | |

|ELA Standard: Writing Strategies|Rereading the Text |

|1.7 Use systematic strategies to | |

|organize and record information | |

|(e.g. anecdotal scripting, | |

|annotated bibliographies). | |

| | |

|ELA Standard: Reading | |

|Comprehension | |

|2.2 Analyze the way in which | |

|clarity of meaning is affected by| |

|the patterns of organization, | |

|hierarchical structures, | |

|repetition of main ideas, syntax,| |

|and word choice in the text. | |

|ELA Standard: Literary Response |Analyzing Stylistic Choices |

|and Analysis | |

|3.3 Analyze the ways in which | |

|irony, tone, mood, the author's | |

|style, and the “sound” of | |

|language achieve specific | |

|rhetorical or aesthetic purposes | |

|or both. | |

| | |

|College Expectations: These | |

|activities are also designed to | |

|develop the kinds of close | |

|reading skills assessed by | |

|college placement exams such as | |

|the CSU English Placement Test | |

|and the UC Analytical Writing | |

|Placement Exam. | |

|Students should be able to | |

|Draw inferences and conclusions. | |

|Respond to tone and connotation. | |

|ELA Standards: Reading |Considering the Structure of the Text |

|Comprehension | |

|2.1 Analyze both the features and| |

|the rhetorical devices of | |

|different types of public | |

|documents (e.g., policy | |

|statements, speeches, debates, | |

|platforms) and the way in which | |

|authors use those features and | |

|devices. | |

|2.2 Analyze the way in which | |

|clarity of meaning is affected by| |

|the patterns of organization, | |

|hierarchical structures, | |

|repetition of main ideas, syntax,| |

|and word choice in the text. | |

| | |

| | |

|Post-reading Activities |

|Summarizing and Responding |

|Thinking Critically |

|Prerequisite 7th Grade ELA |Summarizing and Responding |

|Standard: Writing Applications | |

|2.5 Write summaries of reading | |

|materials: | |

|a. Include the main ideas and | |

|most significant details. | |

|b. Use the student's own words, | |

|except for quotations. | |

|c. Reflect underlying meaning, | |

|not just the superficial details.| |

| | |

|ELA Standard: Writing | |

|Applications | |

|2.2 Write responses to | |

|literature: | |

|a. Demonstrate a comprehensive | |

|understanding of the significant | |

|ideas in works or passages. | |

|ELA Standards: Reading |Thinking Critically |

|Comprehension | |

|2.4 Make warranted and reasonable| |

|assertions about the author’s | |

|arguments by using elements of | |

|the text to defend and clarify | |

|interpretations. | |

|2.5 Analyze an author’s implicit | |

|and explicit philosophical | |

|assumptions and beliefs about a | |

|subject. | |

|2.6 Critique the power, validity,| |

|and truthfulness of arguments set| |

|forth in public documents; their | |

|appeal to both friendly and | |

|hostile audiences; and the extent| |

|to which the arguments anticipate| |

|and address reader concerns and | |

|counterclaims (e.g., appeal to | |

|reason, to authority, to pathos | |

|and emotion). | |

| | |

|College Expectations: These | |

|questions are also designed to | |

|develop the kinds of skills | |

|assessed by college placement | |

|exams such as the English | |

|Placement Test and the UC | |

|Analytical Writing Placement | |

|Exam. Students should be able to | |

|Identify important ideas. | |

|Understand direct statements. | |

|Draw inferences and conclusions. | |

|Detect underlying assumptions. | |

|Recognize word meanings in | |

|context. | |

|Respond to tone and connotation. | |

|CONNECTING READING TO WRITING |

|WRITING TO LEARN |

|USING THE WORDS OF OTHERS |

| |Writing to Learn |

| | |

| | |

| | |

| | |

|Prerequisite 9th-10th Grade ELA |Using the Words of Others |

|Standard: Reading Comprehension | |

|2.4 Synthesize the content from | |

|several sources or works by a | |

|single author dealing with a | |

|single issue; paraphrase the | |

|ideas and connect them to other | |

|sources and related topics to | |

|demonstrate comprehension. | |

| | |

|Prerequisite 9th-10th Grade ELA | |

|Standards: Writing Strategies | |

|1.5 Synthesize information from | |

|multiple sources and identify | |

|complexities and discrepancies in| |

|the information and the different| |

|perspectives found in each medium| |

|(e.g., almanacs, microfiches, | |

|news sources, in-depth field | |

|studies, speeches, journals, | |

|technical documents). | |

|1.6 Integrate quotations and | |

|citations into a written text | |

|while maintaining the flow of | |

|ideas. | |

|1.7 Use appropriate conventions | |

|for documentations in the text, | |

|notes, and bibliographies by | |

|adhering to those in style | |

|manuals (e.g., Modern Language | |

|Association Handbook, The Chicago| |

|Manual of Style). | |

| | |

|ELA Standard: Writing Strategies | |

|1.7 Use systematic strategies to | |

|organize and record information | |

|(e.g., anecdotal scripting, | |

|annotated bibliographies). | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| |

|WRITING RHETORICALLY |

|PREWRITING |

|WRITING |

|REVISING AND EDITING |

|EVALUATING AND RESPONDING |

|Prewriting |

|Reading the Assignment |

|Getting Ready to Write |

|Formulating a Working Thesis |

|ELA Standard: Writing Strategies |Reading the Assignment |

|1.1 Demonstrate an understanding | |

|of the elements of discourse | |

|(e.g., purpose, speaker, | |

|audience, form) when completing | |

|narrative, expository, | |

|persuasive, informational, or | |

|descriptive writing assignments. | |

|ELA Standard: Writing Strategies |Getting Ready to Write |

|1.0 Students write coherent and | |

|focused texts that convey a | |

|well-defined perspective and | |

|tightly reasoned argument. The | |

|writing demonstrates students’ | |

|awareness of the audience and | |

|purpose and progression through | |

|the stages of the writing | |

|process. | |

|ELA Standard: Writing Strategies |Formulating a Working Thesis |

|1.3 Structure ideas and arguments| |

|in a sustained, persuasive, and | |

|sophisticated way and support | |

|them with precise and relevant | |

|examples. | |

| | |

| | |

|Writing |

|Composing a Draft |

|Organizing the Essay |

|Developing the Content |

|ELA Standard: Writing Strategies |Composing a Draft |

|1.3 Structure ideas and arguments| |

|in a sustained, persuasive, and | |

|sophisticated way and support | |

|them with precise and relevant | |

|examples. | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

|ELA Standard: Writing Strategies |Organizing the Essay |

|1.3 Structure ideas and arguments| |

|in a sustained, persuasive, and | |

|sophisticated way and support | |

|them with precise and relevant | |

|examples. | |

| | |

| | |

| | |

| | |

| | |

|ELA Standard: Writing Strategies |Developing the Content |

|1.1 Demonstrate an understanding | |

|of the elements of discourse | |

|(e.g., purpose, speaker, | |

|audience, form) when completing | |

|narrative, expository, | |

|persuasive, informational, or | |

|descriptive writing assignments. | |

| | |

| | |

|Revising and Editing |

|Revising the Draft |

|Editing the Draft |

|Reflecting on the Writing |

|Prerequisite 9th and 10th Grade |Revising the Draft |

|ELA Standard: Writing Strategies | |

|1.9 Revise writing to improve the| |

|logic and coherence of the | |

|organization and controlling | |

|perspective, the precision of | |

|word choice, and the tone by | |

|taking into consideration the | |

|audience, purpose, and formality | |

|of the context. | |

| | |

|ELA Standards: Writing Strategies| |

|1.4 Enhance meaning by employing | |

|rhetorical devices, including the| |

|extended use of parallelism, | |

|repetition, and analogy; the | |

|incorporation of visual aids | |

|(e.g. graphs, tables, pictures); | |

|and the issuance of a call for | |

|action. | |

|1.5 Use language in natural, | |

|fresh, and vivid ways to | |

|establish a specific tone. | |

|1.9 Revise text to highlight | |

|individual voice, improve | |

|sentence variety and style, and | |

|enhance subtlety of meaning and | |

|tone in ways that are consistent | |

|with the purpose, audience, and | |

|genre. | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

|Prerequisite 9th and 10th Grade |Editing the Draft |

|ELA Standards: Written and Oral | |

|English Language Conventions | |

|1.1 Identify and correctly use | |

|clauses (e.g., main and | |

|subordinate), and phrases (e.g., | |

|gerund, infinitive, and | |

|participial), and mechanics of | |

|punctuation (e.g., semicolons, | |

|colons, ellipses, hyphens). | |

|1.2 Understand sentence | |

|construction (e.g., parallel | |

|structure, subordination, proper | |

|placement of modifiers) and | |

|proper English usage (e.g., | |

|consistency of verb tenses). | |

|1.3 Demonstrate an understanding | |

|of proper English usage and | |

|control of grammar, paragraph and| |

|sentence structure, diction, and | |

|syntax. | |

| | |

|ELA Standards: Written and Oral | |

|English Language Conventions | |

|1.1 Demonstrate control of | |

|grammar, diction, and paragraph | |

|and sentence structure and an | |

|understanding of English usage. | |

|1.2 Produce legible work that | |

|shows accurate spelling and | |

|correct punctuation and | |

|capitalization. | |

|1.3 Reflect appropriate | |

|manuscript requirements in | |

|writing. | |

| |Reflecting on the Writing |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

|Evaluating and Responding |

|Grading Holistically |

|Responding to Student Writing |

|Using Portfolios |

| |Grading Holistically |

| | |

| | |

| | |

| |Responding to Student Writing |

| | |

| | |

| | |

| |Using Portfolios |

| | |

| | |

| | |

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download